The Oakwood Pre School

Inspection of The Oakwood Pre School St. Marys Church Hall, High Road, Langdon Hills, Basildon, Essex SS16 6HG

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

p.1

The provision requires improvement

Children are not always sufficiently challenged to extend their learning and build on what they already know. For example, staff do not consider potential learning opportunities or provide resources to broaden learning when planning the curriculum. Children are busy and are keen to have a go at activities provided. They are initially interested and engage but quickly lose interest and move on to something else. Staff do not ensure the activities provided have a sharp focus on what the children need to learn next, which has an impact on their progress. For example, children enjoy washing the dolls in the water play. They know to wrap the babies in towels and dry them. However, the lack of resources means children leave the activity. Children are not taught or encouraged to wear aprons, therefore, play is interrupted as they leave to get changed.

p.2

The provision requires improvement

Despite this, children arrive happy and eager to learn. They are confident and settle quickly. They have established close bonds with the staff who know them well. Staff are welcoming, caring, and attentive toward the children, and offer cuddles and reassurance when needed. Children are polite, behave well and show kindness towards each other. For example, they are excited to make Easter cards for their friends.

p.2

need to do better?

n Managers and staff plan activities based on themes and children's interests, but do not have a clear intent of what they want individual children to learn. Therefore, although children enjoy activities, these are not always challenging enough. Staff do not help all children to build on the key skills that they need to learn next. For example, opportunities for children to be creative, make marks and practise early writing skills are limited. There is a lack of writing materials within the children's activities. Children are not routinely encouraged to write their own names on their work. Creative activities are led by staff and children are offered printed work sheets or have pictures drawn for them rather than be encouraged to have a go for themselves. n Children benefit from, and delight in, their time outdoors. They have fun in the fresh air, where they develop their physical skills. Children show skill in using the

p.2

need to do better?

climbing apparatus and balance beams and are praised for their achievements. Staff fully support children to ensure they are safe. Children know the rules of the garden, take turns, and wait. They potter and make dinner in the role-play area. n Children enjoy the interactive 'jolly phonics' session. They are familiar with the content and come together in a large group. They sit comfortably, concentrate, listen intently and sing along. n Children who require additional support or children with special educational

p.2

need to do better?

31 March 2022 needs and/or disabilities are supported well. The special educational needs coordinator is very knowledgeable about her role. She has a good understanding of the individual needs of the children and how to best support these. Positive partnerships have been established with parents and outside agencies to ensure children achieve the best possible outcomes. n Partnerships with parents are good, overall. Parents speak very positively about their child's time at pre-school. Many are very happy and grateful about every aspect of care their children receive. Parents are complimentary about the staff and comment how quickly their children settle. They comment that their child's individual needs are supported extremely well and are happy with their progress. However, some comments suggest communication regarding children's learning could be strengthened. n The management team do not use staff supervision and performance monitoring

p.2

need to do better?

systems effectively. Weaknesses in practice are not identified and actioned swiftly. As a result, not all staff have the best knowledge and understanding of how to provide children with rich learning opportunities and challenges to extend their learning. This has an impact on the progress children make.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

All staff understand their roles and responsibilities to keep children safe. They are clear about the procedure to follow, should they have a concern regarding a child's well-being. All staff complete safeguarding training, which includes wider aspects of child protection. They are aware of possible signs and behaviours that may indicate that a child is at risk. Staff demonstrate a secure knowledge of the process to report any concerns to protect children's welfare. Staff complete risk assessments to ensure children play in a safe and secure environment. Children are closely supervised to ensure they remain safe.

p.3

Due date

develop the curriculum to ensure it clearly identifies what it is that children need to learn, how this reflects their individual needs and offers appropriate challenge, to help them make at least good progress 05/10/2022

p.3

Due date

31 March 2022 ensure that the supervision and monitoring of staff practice is effective in providing coaching, guidance, and professional development opportunities to raise the quality of teaching to a consistently good level. 05/10/2022

p.3

should:

n provide a wider variety of resources and opportunities to motivate children to practise making marks as part of early writing n provide information that helps parents know what their children are learning and how to support their child's development at home.

p.4

Setting details

Unique reference number 2530535 Local authority Essex Inspection number 10208446 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.5

inspection

Total number of places 30 Number of children on roll 44 Name of registered person Trotter, Taryn

p.5

reference number

Telephone number 07902902632 Date of previous inspection Not applicable

p.5

Information about this early years setting

The Oakwood Pre School was registered in 2019. It employs eight members of childcare staff, all of whom hold appropriate early years qualifications at level 2 and 3. The pre-school opens from 9am until 3pm Monday to Thursday and 9am until 11.45am on Friday, during term time only. The pre-school provides funded early education for two- and three-year-old children.

p.5

Inspection activities

n This was the first routine inspection the pre-school has received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the pre- school. n The deputy manager showed the inspector around the areas that children access. They discussed how staff organise the pre-school and plan the curriculum and experiences for children. n The inspector carried out a joint observation with the pre-school deputy manager. n The inspector held discussions with staff and children at appropriate times during the inspection. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at a sample of the pre-school's documents. This included evidence about staff suitability and training. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities.

p.6

Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.6

Inspection activities

31 March 2022 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7